|Name||Bridgnorth Endowed School|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 April 2018|
|Address||Northgate, Bridgnorth, Shropshire, WV16 4ER|
|Number of Pupils||539 (49% boys 51% girls)|
|Number of Pupils per Teacher||19.5|
|Academy Sponsor||Bridgnorth Endowed School|
|Percentage Free School Meals||10.3%|
|Percentage English is Not First Language||1.5%|
|Pupils with SEN Support||15.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Bridgnorth Endowed School is smaller than the average-sized secondary school, and the roll has been falling sharply. Almost all pupils are White British. The proportion of pupils who have SEN and/or disabilities is broadly average. The proportion of pupils who are disadvantaged and receive support from the pupil premium is well below average. At key stage 4, a very few pupils access full-time alternative provision at The Orchard Centre, Wolverhampton. In 2017, the school met the government’s floor standards, which set the minimum expectations for the attainment and progress of pupils by the end of Year 11. The headteacher took up his post in June 2017.
Summary of key findings for parents and pupils
This is a good school Since his appointment, the headteacher has raised the school’s expectations for pupils’ conduct, attitudes to learning and achievement. As a direct result, standards in the school are rising noticeably. The quality of teaching is good. Teachers are knowledgeable about their subjects and set work which is generally well matched to pupils’ prior understanding. Current pupils are making strong progress in almost all subjects. Standards are high in English, physical education and the humanities subjects. Pupils who have special educational needs (SEN) and/or disabilities, and those who enter the school with low prior attainment, receive effective support. Although standards are now rising rapidly, there is a significant legacy of underachievement in the sixth form. Leaders have not ensured that students in the 16 to 19 provision take up sufficient opportunities for leadership and the development of key skills. Safeguarding is effective. In both 2016 and 2017, pupils left key stage 4 having made average progress. Progress in humanities subjects has been above average. The achievement of disadvantaged pupils has risen. Across the school and in different subjects, their progress is now generally in line with that of other pupils. Pupils’ conduct at social times is impressive. They display courtesy towards adults and towards each other. Governors know the school in detail and hold leaders to account. They have maintained financial stability despite the falling school roll. Pupils’ behaviour in lessons is typically very good. Sometimes, however, they are too reliant on their teachers to make them work hard. Teachers usually provide the stretch necessary for the most able pupils to make good progress. On occasion, however, these pupils complete too much routine work and so do not deepen their understanding sufficiently. Leaders have begun to look at good practice in other institutions. However, work to compare provision and standards with other schools is at an early stage of development. Pupils say that they would benefit from more engagement with outside organisations.